Wheeling register. [volume] (Wheeling, W. Va.) 1878-1935, 1887-11-26

pose OF spying upon her pupils, Tor sus-
picion tegets bad conduct, but to know
what is going on, 10 approve what Is right
to disapprove what is wrong. The sixth
element Of power is common sense, prac-
tical wisdom in dealing with little things
that make up q child's life. The last ele-
ment-that which every good teacher
must have-is positive high and moral
life, the love of truth, and hate Of every
thing that is vicious and hurtful. The
final test Of the teacher should be: mo
man or woman shall enter this school-room
whose conduct and life are not fit model
for the young to copy"
Miss Lucy Carter and Willie Pencil each
sang n pleasing song, and Mrs. NJ. A.
Newell delivered lecture on
LITERATURE IN THE SCHOOL ROOM.
In teaching literature combine il with
history. The history Of the world is em-
balmed in its ballads and romances, truer
and more real than any dry historical text
book. Did not Cbaucer and Spencer and
Scott write the history Of their country
and times grander than any other writerss
Did not Macauley sing the lay OF ancient
Rome9 History and literature cannot be
taught separately and successfully.
In colonial times our fathers had little
time for the cultivation Of itera-
ture. They had other and sterner
work TO do to conquer the wilder
ness and make il blossom like the rose.
The first American book was the Day
Song Book. Afterwards came translations
of Ovid and geographical works by John
Smith. In the seventeenth century there
were many theological writers, among
whom the names of Roger Williams, the
two Mathers and Jonathan Edwards shine
out most brightly. During Revolutionary
times the oratorical literature Of our coun-
try burst forth. But the theological
writing OF this period are the most uumer.
ous. Prominent among these controver-
sialists was VIM. Ellery Claiming. the
foremost pulpit orator Of the times. Others
were Drs, Ware, Knowlton and Beecher.
Passing rapidly over this period, l would
like to call your attention TO
WASHINGTON IRVING.
An agreeable writer. he has left US many
enjoyable books For class room work
would take his Sketch Book. He Is q
polished author of much humor. His
great fault was his Obsequousness and
sycophancy, if | may term il as such.
Prominent among American novelists is
James Fenimore Cooper. He too seemed
afraid to stand on foundation Of true
Americanism, rs his first book was writ
ten anonymously and the plot laid in
England.
Just here may mention Fitz Greene
Halleck, who immortalized himself in his
famous ballad, Marco Bozamis With
Halleck are associated the names OF
Joseph Rodman Drake, Francis Scott
Keyes and John Howard Payne. The
name of Henry Wadsworth Iongfellow is
dear 10 American hearts. His poetry is a
gospel of good will set 10 music. All OF
his works should be stndied, particularly
Hiawatha.
The next name shall mention Ia that OF
Edgar Allen Poe. HIS prose works are
rather too stimulating for classroom study.
The Raven, however, Is one Of the best
poems in our language and cannot be stud
led too carefully. Prominently in this
group stands Ralph Waldo Emerson, q
man whose works are Of the highest order,
invigorating and stimulating. His essays
began with one on nature, and were fol-
lowed number of Others IL is hard TO
tell which Of them may be selected ~ the
best examples Of his style.
The next name would take in course
of study would he that Of John q. Whit
tier, natures poet. would select Snow
Bound" as the best of his works for
SCHOOI.-ROOM STUDY.
These and many others who might be
mentioned, are worthy of the most careful
study, but these few will indicate the
course in literature that think best adapt
ed to the needs of the school room.
After ten minutes recess DIR. White con.
tinued his lectures on school government.
The subject Of his talk was Punishment. I"
In discussing this subject the first ques-
tion that is asked 10, What are the ends TO
he attained in punishment The compre-
hensive end Of all punishment is TO pre-
vent wrong doing. This end embraces
three minor ends. First, 10 reform the
wrong doer. The supreme question, then,
for the teacher TO SIX himselfis, What will
he the effect on this child IL punish him9
There is another end 10 he attained by
punishment; that is 10 deter others from
wrong doing. Those are the two ends laid
down by writers on penal infliction. But
! think there is a third, and that is 10
condemn wrong doing, TO put the seal Of
condemnation on every wrong act. This
is an educating purpose. Just 10 the ex-
tent that the law makes ofienses crimes,
10 that extent do we educate the public
mind.
Now we have established the ends Of
punishment, what should he its naturep
| answer il should have
THREE CHARACTERISTICS.
First, 1t should be certain. A mild pun.
ishment, uniformly administered, In more
effective than o severe punishment 6tfully
administered. Now, what IL the second
characteristic? II In justice. To adapt
the punishment TO the offense, that all
who see it will say that il is Just. No
teacher can afford TO lose the confidence Of
his pupils in his justice. The third Of
these characteristics IL naturalness. Pan.
ishment should be consequential. Il
should have such relation to the ofense
that it should seem 10 spring out oft
But there In limitation 10 what we call
consequential punishment That Ia Just
when rebellion appears. Then comes in
the principal Of force. When there ID re-
bellion against authority IL can't be triHed
with.
There are three punishments that should
never be inflicted in the school. Never
should child be struck on the head. In
the next place all personal indignities are
to be ruled out. And last all biting
epitheb snould be avoided. Sarcasm and
riiicule must not he resorted 20. They
have no place in The school room.
The afternoon session then adjourned.
The Night Meeting.
A large audience gathered In the lecture
room last night 70 hear DIR. Whites lecture
on the Questions Of the Hour" Long
before the hour set for commencing The
large room was filled 10 overhowingt
Misses Caster and Steele, Of the College,
Il N 4 Al.-f -